渐摄与融构:我国近现代科学教育的发展历程

发布时间：2018-06-25 02:46

本文选题：科学教育 + 发展历程　；参考：《全球教育展望》2010年12期

【摘要】：我国近现代科学教育从滥觞到形成,历经了长期而曲折的过程。我国近现代科学教育,是中西文化交流的产物。这一过程,又是在十分特殊而复杂的历史环境中进行的,影响的因素涉及政治、经济、军事、社会、文化、思想、学术和社会心理诸多方面。这一过程可分为导入时期、兴起时期、形成时期和改革时期。这一过程的特点,可以用渐、摄、融、构做出表征。即一方面是西学通过耶稣会传教士传入、渗透,逐步地进入中国,另一方面是我们主动地、有意识、有目的地向西方吸取(当然,这其中也有中学西被)。同时,又需要不断地融合、贯通,需要不断地超越、建构。发展我国的科学教育事业,使其屹立于世界科学教育之林,是历史赋予当代科学教育工作者的职责。
[Abstract]:Science education in modern China has gone through a long and tortuous process from its origin to its formation. China's modern science education is the product of cultural exchanges between China and the West. This process is carried out in a very special and complex historical environment, and the factors affecting it are political, economic, military, social, cultural, ideological, academic and social-psychological aspects. This process can be divided into the period of introduction, the period of rise, the period of formation and the period of reform. The characteristics of this process can be characterized by gradual, photographic, fusion and construction. That is, on the one hand, western learning was introduced, infiltrated and gradually entered China through Jesuit missionaries. On the other hand, we took the initiative, consciously, and purposefully absorbed it from the West. At the same time, the need for continuous integration, through, need to constantly transcend, construction. The development of science education in China and its standing in the forest of world science education is the duty entrusted by history to the contemporary science educators.
【作者单位】：浙江师范大学课程与教学研究所;
【基金】：国家社会科学基金教育学一般课题“我国科学教育的历史发展与价值转型研究”(课题批准号:BHA1010056)成果
【分类号】：G529

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